또래관계 분석방법 비교: 또래지명법, 또래평정법과 사회연결망분석을 중심으로

최연철 한국영유아교원교육학회 2012 유아교육학논집 Vol.16 No.3

Traditionally the peer-nomination method and peer-rating procedure have been used to evaluate young children's peer relationships. However those two methods may have their limitations because their results do not show the whole picture of children's relationships. This study aimed at comparing three peer relationships analysis methods including (1) peer-nomination method; (2) peer-rating procedure; and (3) social network analysis. Analysis revealed that (1) various approaches should be used to evaluate young children's peer relationships, and (2) researchers should be very cautious to select the evaluation methods since each method may show the different results. Also the usefulness of social network analysis to find relative social status in the peer groups and qualitative information regarding peer relationships were discussed. 유아또래관계를 분석하기 위해서 전통적으로 또래지명법과 또래평정법을 활용해왔으나 그 방법에 의해 산출한 유아의 사회적 위치는 각 유아의 개인적인 속성으로 환원되는 경향을 피할 수 없다는 한계를 가지고 있다. 또래관계에서의 사회적 위치는 개인적인 특성 때문만이 아니라 다른 구성원들과의 관계 속에서 결정된다는 판단아래 사회연결망분석으로 또래관계를 분석했으며 그 결과와 전통적인 방법에 의한 결과를 비교해보았다. 분석결과 유아의 또래관계를 평가하기 위해서는 다양한 평가방법을 활용해야할 필요가 있으며 평가방법 선택에 있어서 신중을 기해야 한다는 점을 알 수 있었다. 또한 사회연결망분석은 또래지명법과 또래평정법 등 다른 평가절차와 함께 유용하게 사용할 수 있으며 또래관계의 다른 측면을 파악할 수 있다는 장점이 있다는 점도 알 수 있었다.

태권도 수련에 따른 공격성 및 공격희생 요인비교 분석

한광걸(Han Gwang Geol),손성도(Son Seong Do) 한국사회체육학회 2003 한국사회체육학회지 Vol.20 No.2

In this research, we composed the students as population who trained Taekwondo more than 6 months among the primary school students located in Taegu Metropolitan until May, 2003 in order to make a close inquiry what primary school students` Taekwondo practice degree affects the aggression and the peer nomination. So, we did cluster sampling method 500 people in considering the probability proportionate to size according to primary school students` social demographic individuality and Taekwondo training level. And, by the object of 463 valid specimen, we got the conclusion as following in consequence of the analysis the factors that the difference of the Aggression and the Peer Nomination level followed by the social demographic background(sex, school years, academic records and parents` education level) and Taekwondo training degree(Taekwondo skill level, Taekwondo training period and Taekwondo training attitude) and Taekwondo training degree affect the Aggression and the Peer Nomination. First, the parents` education level influences in Linguistic Aggression of primary school student practiced Taekwondo. Second, Taekwondo skill senior`s Hostility and Peer Nomination level is low, and the students who have trained Taekwondo continuously more than 3 years got low Hostility and Peer Nomination level. And recessive trainees` Hostility level is lower than other groups, and simple trainees` Peer Nomination level is the lowest among other groups. Third, Taekwondo skill level and training period have an negative effect on the factor of the Hostility among lower change factors of Aggression. Also, Taekwondo skill level and training period affects Peer Nomination negatively and training attitude affects Peer Nomination positively.

자기보고와 또래지명 방식에 따른 학교폭력 경험의 측정 방법 비교 분석

송지연,오인수 한국상담학회 2015 상담학연구 Vol.16 No.4

The purpose of this study is to compare the self-report and peer-nomination assessment methods that are widely used to classify the roles in the school violence experiences. The 266 participants of elementary school students from grades 5 to 6 were given the self-report and peer-nomination surveys regarding school bullying experiences. This study analyzed the matching ratio among the three groups―the bullies, the victims, and the unexperienced group―by comparing the frequency of their violence experience in terms of self-report and peer-nomination methods. It also explored how gender and grades affected the division of the roles, and investigated how empathy and peer support differ among the three groups in terms of the two methods. A total of 43.6% of the participants responded identically for the three groups in the two methods, while the self-report method revealed higher responses in both bullies and victims group than peer-nomination method. The rates of the experience on bullying and victimization showed significant differences by gender and the differences were more distinctive in the self-report method than the peer-nomination method. Lastly, the difference of empathy and peer support among the three groups was more distinctive in the self-report method than the peer nomination method. Implications for the understanding phenomenon of school violence and measuring method were discussed. 본 연구는 학교폭력 가해 및 피해학생의 역할을 구분하는데 사용되는 자기보고 방식과 또래지명 방식을 비교하여 분석하였다. 이를 위하여 초등학교 고학년 266명을 대상으로 학교폭력 가해와 피해 경험을 자기보고 방식과 또래지명 방식을 사용하여 측정하였다. 두 가지 방식을 사용하여 확인된 가해학생, 피해학생 및 무경험학생의 세 집단 사이의 일치 비율을 확인하였고, 성별 및 학년에 따라 역할구분에 차이가 있는지 확인하였다. 또한, 세 집단별로 개인 내적 특성인 공감과 대인 관계적 특성인 또래지지가 두 가지 방식에 따라 차이가 있는지 확인하였다. 연구결과 자기보고 방식을 사용할 경우 가해 혹은 피해율은 높게 보고되는 경향이 확인되었으며 두 방법의 일치율은 43.6%로 나타났다. 둘째, 가해 및 피해학생의 비율은 성별에 따라 유의미한 차이가 나타났으며 또래지명 방식보다 자기보고 방식에서 보다 뚜렷한 차이가 확인되었다. 셋째, 가해 및 피해 경험의 유무에 따라 가해학생, 피해학생, 무경험학생이 인식한 공감과 또래지지의 차이는 또래지명 방식보다 자기보고 방식에서 더욱 뚜렷하게 나타났다. 학교폭력 현상에 대한 이해와 평가 방법적 측면에서 본 연구의 결과를 논의하였다.

자기보고와 또래지명을 활용한 공격성 수준별 유형의 학교적응과심리적 특성 탐색

최지영,문경숙,안해정,홍경화,김진구,최은영,박종효 서울대학교 교육종합연구원 2018 The SNU Journal of Education Research Vol.27 No.3

The purpose of this research was to compare the distribution of aggressiveness levels in elementary, middle, and high school students and to explore whether there are differences in school adjustment, positive psychology, and negative psychology based on aggressiveness level groups. For this research purpose, three research questions were addressed. First, what is the distribution of aggressiveness level in elementary, middle, and high school students? Second, are there any differences in school adjustment, positive psychology, and negative psychology among school levels? Third, are there any interaction effects of aggressiveness level and school levels on school adjustment, positive psychology, and negative psychology? In this research study, data of 3179 participants was derived from 2017 ClassNet program data base. The results of this study are as follows: First, peer-nominated aggressive group and high aggressive group were significantly reduced in high school compared to elementary and middle school. Second, self-reported aggressive students perceived themselves negatively and had difficulties in school adjustment compared to non-aggressive students or peer-nomination aggressive students. Lastly, the results of the interaction analysis between aggressiveness level and school level showed an interaction effect in behavioral participation, morality, empathy, self-control, and negative emotion. 이 연구의 목적은 자기보고와 또래지명을 토대로 초, 중, 고등학생의 공격성 수준별 유형 분포를 비교하고, 유형에 따른 학교적응, 긍정 및 부정심리에 차이가 있는지를 탐색하는 것이다. 연구문제는 첫째, 초, 중, 고등학생의 공격성 수준별 유형 분포는 어떠한가? 둘째, 학교급별로 공격성 수준별 유형에 따른 학교적응, 긍정 및 부정심리에는 차이가 있는가? 셋째, 학교적응, 긍정 및 부정심리에 대한 공격성 수준별 유형과 학교급의 상호작용 효과가 있는가? 이다. 2017년도에 클래스넷 프로그램에 포함된 초, 중, 고등학교 학생 3,179명의 데이터를 분석하였고, 주요 연구결과는 다음과 같다. 첫째, 또래지명 공격성집단과 높은 공격성집단의 비율이 초등학교와 중학교에 비해 고등학교에서 감소하였다. 반면 자기보고에 의해 공격적이라고 확인된 집단 비율은 중·고등학교에서 오히려 증가하였다. 둘째, 자신을 스스로 공격적이라고 생각하는 학생들이 비공격성집단이나 또래지명 공격성집단에 비해 대체로 자신에 대해 부정적으로 인식하고 학교적응에도 문제가 있는 것으로 나타났다. 셋째, 공격성 수준별 집단유형과 학교급의 상호작용분석결과, 행동적 참여, 도덕성, 공감, 자기조절, 부정정서에서 상호작용효과가 나타났다.

사회연결망분석에 기초한 웹 기반 클래스넷(ClassNet) 프로그램 개발 연구

박종효(Park, Jonghyo),문경숙(Moon, Kyoungsuk),안해정(Ahn, Haijeong),최지영(Choi, Jiyoung),홍경화(Hong, Kyungwha),김진구(Kim, Jingu),최은영(Choi, Eunyoung) 이화여자대학교 교육과학연구소 2017 교육과학연구 Vol.48 No.3

The purpose of this study was to develop ClassNet, a Web-based social network analysis(SNA) software program for assessing peer relations and characteristics of students in the classroom. To achieve the purpose of this study, the following methods were utilized (a) literature review and analysis of current SNA programs; (b) consultations of teachers and educational experts; (c) co-development with software development experts, and (d) development of peer-nomination and self-report measures. The ClassNet program was experimentally implemented in the 12 classrooms and evaluated by the classroom teachers in primary and middle schools. The ClassNet program provides three kinds of information; classroom structural characteristics (i.e. friendship network), classroom-level factors (i.e. anti-bullying norms), and student-level factors (i.e. leadership). According to data analysis and teachers’ evaluations, ClassNet and its instruments were renewed and validated. ClassNet is user-friendly, easily accessible, and free-of-charge, allowing teachers to easily track changes in their classroom and among their students. As a result it helps teachers to better understand students and make classrooms safe and positive. Academically, ClassNet provides a sophisticated research tool to better understand peer ecology and dynamics in the classroom.

만 5세 유아의 또래 관계가 유아의 행복감에 미치는 영향: 또래 수용 및 또래 거부 사회 연결망 분석을 중심으로

홍인표 한국영유아교원교육학회 2023 유아교육학논집 Vol.27 No.5

This study aimed to examine the peer acceptance and peer rejection patterns of 5-year-old children in their peer relationships and to examine the effects of peer relationships on their happiness. For the purpose of this study, data on children's happiness and peer relationships were collected from 73 children in 3 classes of D kindergarten located in Gyeonggido. The social network of peer acceptance and rejection in class was constructed through peer nomination method to analyze the centrality and peer popularity. In order to examine the relationship between popularity and centrality of young children's peer relationship and happiness of young children, ANOVA, correlation analysis, and regression analysis was conducted. The results of the study were as follows: First, certain children were clearly accepted or rejected by their peers in the peer relationship. Second, the degree of acceptance from peers was positively correlated with the happiness of young children, and the degree of rejection from peers was negatively correlated with the happiness of young children. Third, the higher the peer acceptance degree centrality, the higher young children's happiness, and the higher the peer rejection degree centrality, the lower young children's happiness. That is to say, peer acceptance increases young children's happiness, and peer rejection decreases young children's happiness. Therefore, in order to increase young children's happiness, a program for improving peer relationship skill should be continuously developed to help young children be accepted by their peers, and teacher training should be conducted in order for the teachers to apply it to the the field.

통합유치원 장애 유아의 또래 관계 변화와 또래 관계 유능성과 장애 유아 수용도가 또래 관계에 미치는 영향

백상수 대구대학교 특수교육재활과학연구소 2020 특수교육재활과학연구 Vol.59 No.1

본 연구는 약 5개월간 3차례에 걸쳐 통합유치원 재원 중인 특수교육대상 유아들의 또래 관계 변화를 또래 지명법과 사회연결망 분석 통해 알아보았다. 또한, 또래 관계 유능성과 장애 유아 수용도이 또래 관계에 영향을 미치는지를 알아보았다. 통합거점 유치원 5곳의 만4세, 5세 학급 각 2학급씩 총 10학급의 19명의 특수교육대상 유아와 241명의 통합학급 유아들을 대상으로 연구를 진행하였다. 연구결과, 특수교육대상 유아들의 또래 관계는 독립된 소그룹형태의 제한된 형태가 지속되고 있었고 이들의 또래 관계는 시간이 지나도 통계적으로 유의미한 변화가 없었다. 한편 유아들의 또래 관계 유능성과 장애 수용도는 또래 관계를 나타내는 연결중앙성과 유의미한 상관관계를 보였고 유의미한 영향력을 나타냈다. 특수교육대상 유아를 놀이에 초대한 통합반 유아들과 이들을 초대하지 않겠다고 지명한 통합반 유아들의 장애수용도 전체 및 그 하위 범주인 장애 유아와의 상호작용 의도가 유의미하게 높았다. 본 연구의 시사점 및 제한점과 후속 연구에 대한 제안을 논의하였다.

학령기 아동의 또래 괴롭힘에서 측정방법에 따른 심리사회적 부적응 차이

신유림(Shin Yoo-lim) 가정과삶의질학회 2006 가정과삶의질연구 Vol.24 No.4

문제해결적 집단상담이 집단따돌림 가해청소년과 피해청소년에게 미치는 효과

이영선,권정혜,이순묵 한국임상심리학회 2006 Korean Journal of Clinical Psychology Vol.25 No.4

The purpose of this study is to evaluate the effectiveness of problem-solving group therapy for bullies and victims. Eight bullies and twelve victims were selected as an experimental group through K-MPNI, and eleven bullies and eight victims in the waiting list group were used as a control group. The problem-solving group therapy consisted of eight sessions. The first step was to build an emotional and physical relationship with bullies and victims, to recognize the negative effects of bullying through an exclusion experience, and to create self-awareness of the students' interpersonal patterns. The focus of middle step was to train the steps of interpersonal problem-solving skills, while each subject was expected to think about how to cope with bullying as a defender. The last part of the program was to practice it in real-life and to train a communication skills. The result of this study was divided into two groups. In victim group, the frequency nominated by peers for being bullied and the victimization frequency reported by self were decreased. Indeed, their emotional and behavioral problems were reduced. Both assertive and aggressive response to bullying situation were increased. In bullying group, the frequency nominated by peers for bullying was decreased. In contrast, the bullying frequency reported by self and their emotional and behavioral problems were increased. Both assertive and aggressive response to bullying situation were increased. In conclusion, the clinical implications and limitations of this study, and also the further study were suggested.

측정방법에 따른 통합학급 비장애학생의 장애또래 수용도

이한얼 한국지적장애교육학회(구 한국정신지체아교육학회) 2012 지적장애연구 Vol.14 No.3